管理信息系統(tǒng)外文翻譯

畢業(yè)設(shè)計(論文)外文資料翻譯系：專業(yè)：姓名：學(xué)號：(用外文寫)外文出處：(用外文寫)Behavioralsciences2014-Elsevier附件：1.外文資料翻譯譯文；2.外文原文指導(dǎo)教師評語：簽名：年月日

附件1：外文資料翻譯譯文管理信息系統(tǒng)(MIS)對學(xué)校的影響-----文獻(xiàn)報告MadihaShahMalaysia.Malaya大學(xué)馬來西亞摘要鑒于其快捷和有效性,教育管理信息技術(shù)的使用已迅速增加。在其發(fā)展的初始階段,管理信息系統(tǒng)(MIS)的主要目的和使用是改善學(xué)校辦公室活動的效率。它是用于存儲的學(xué)生和全體職工的數(shù)據(jù)。最重要的的是重要數(shù)據(jù)錄入和整理,而不是在數(shù)據(jù)傳輸或分析。管理信息的價值當(dāng)時被人們公認(rèn)。在集成階段，全盤回顧文獻(xiàn)，其強調(diào)積極影響學(xué)校管理和管理信息系統(tǒng)管理,包括更好的可訪問性信息,更有效的管理,學(xué)校資源更高的利用率同時也減少了工作量,更好的時間管理,提高報告的質(zhì)量。對于信息管理系統(tǒng)，大量的抑制劑的使用在文獻(xiàn)中很明顯,其中最重要的是缺乏時間,缺乏信心或能力,缺乏培訓(xùn),缺乏高層管理人員的支持,缺乏技術(shù)支持等。管理信息系統(tǒng)可以提供所需的信息通知計劃、決策和評估方面相關(guān)的管理員和教師。管理信息系統(tǒng)改變了學(xué)校管理領(lǐng)域的領(lǐng)導(dǎo)、決策、工作負(fù)載、人力資源管理、溝通、責(zé)任,規(guī)劃等方方面面。這些系統(tǒng)可以幫助學(xué)校管理者在決定學(xué)校的目標(biāo),制定戰(zhàn)略計劃,分配資源,評估員工的績效以及組織時更加順利。關(guān)鍵詞:管理信息系統(tǒng)、 MIS 、學(xué)校管理、學(xué)校管理。1、介紹電腦被視為有潛力在教學(xué)、學(xué)習(xí)和學(xué)校的管理方面做出重大的貢獻(xiàn)。信息和介紹通信技術(shù)(ICT)進(jìn)入到學(xué)校包括硬件、軟件、網(wǎng)絡(luò)和員工發(fā)展的廣泛的投資被認(rèn)為是值得的前提。如果有證據(jù)表明,它使在學(xué)校的表現(xiàn)和產(chǎn)生相應(yīng)的影響有效性(Condieetal.,2007)真實存在。利用信息技術(shù)在教育管理就會由于其效率和迅速增加有效性。學(xué)校管理人員花大量的時間用于解決復(fù)雜的分配問題(如人員分配、資源分配、時間安排)和監(jiān)控學(xué)校的操作已經(jīng)有了更好的選擇旨運用發(fā)展該技術(shù)。息系統(tǒng)在過去的二十年里有了很大的提高,他們中的大多數(shù)把幾個重要的功能交由學(xué)校管理;然而,每個學(xué)校都有自己的具體需求。還需要進(jìn)一步的研究來探索提高M(jìn)IS的細(xì)節(jié)領(lǐng)域,因為大多數(shù)的這些系統(tǒng)根據(jù)實地不發(fā)達(dá)的現(xiàn)實需求。通常采用這些系統(tǒng)外,可能還需要根據(jù)實地進(jìn)一步加強管理。Fulmer(1995)表明,為了一個管理信息系統(tǒng)的有效利用,它應(yīng)通過設(shè)計一個歸納的過程,包括來自所有級別的涉眾組織為了使教師掌握系統(tǒng)的所有權(quán)和實際使用它。研究管理信息系統(tǒng)也應(yīng)該專注于尋找提高使用其的學(xué)校校長和管理員。適當(dāng)?shù)呐嘤?xùn)和有效的領(lǐng)導(dǎo)亦可提高M(jìn)IS領(lǐng)域的學(xué)校管理。附件2：外文原文Impactofmanagementinformationsystems(MIS)onschooladministration:Whattheliteraturesays------MadihaShahUniversityofMalaya, KualaMalaysiaAbstractTheuseofinformationtechnologyineducationalmanagementhasrapidlyincreasedduetoitsefficiencyandeffectiveness.Intheinitialstagesofitsdevelopment,managementinformationsystems(MIS)mainpurposeandusagewastoimprovetheefficiencyofschoolofficeactivities.Itwasusedtostorestudentandpersonneldata.Themostconcernwasbeingfocusedondataentryandcollation,ratherthanupondatatransferoranalysis.Thevalueofmanagementinformationwasrecognizedduringitsintegrationstages.OverallreviewofliteraturehighlightedpositiveimpactofMISonschooladministrationand.managementincludingbetteraccessibilitytoinformation,moreefficientadministration,higherutilizationofschool.resources,reductioninworkload,bettertimemanagement,andimprovementinthequalityofreports.Anumberof.inhibitorstoMISuseareevidentintheliterature;foremostamongthesearelackoftime,lackofconfidenceorskills,lackof.training,lackofseniormanagementsupport,andlackoftechnicalsupport.MIScanprovideadministratorsandteachers.withtheinformationrequiredforinformedplanning,policy-making,andevaluation.MIShavechangedschoolmanagement.intheareasofleadership,decisionmaking,workload,humanresourcemanagement,communication,responsibility,andplanning.Thesesystemscanassisttheschoolmanagerindeterminingtheaimsoftheschool,formulatingstrategicplans,distributingresources,andevaluatingstaffperformanceaswellasorganizationalsuccess.Keywords:Managementinformationsystems,MIS,schooladministration,schoolmanagement.1.IntroductionComputersareseentohavethepotentialtomakeasignificantcontributiontotheteaching,learning,and.administrationinschools.Anextensiveamountofinvestmentthathasgoneintointroducinginformationmunicationtechnology(ICT)intoschoolsincludinghardware,software,networking,andstaffdevelopmentwill.beconsideredworthwhileifthereisevidencethatithasmadeacommensurateimpactonschoolperformanceandeffectiveness(Condieetal.,2007).Theuseofinformationtechnologyineducationalmanagementhasrapidlyincreasedduetoitsefficiencyand.effectiveness.Schoolmanagerswhousedtospendlargeamountoftimeinsolvingcomplexallocationproblems,(e.g.,staffallocation,resourceallocation,timetabling)andmonitoringtheschooloperationshavenowbetteroptions.duetoenhancedtechnology.Informationtechnologiesfacilitatethedecentralizationofworktasksandtheir.coordinationinaninteractivenetworkofcommunicationinrealtime(Castells,1996).TheyallowforgreaterManagementinformationsystems(MIS)arebeingusedbyschoolstosupportarangeofadministrativeactivities.includingattendancemonitoring,assessmentrecords,reporting,financialmanagement,andresourceandstaff.allocation.MISprovidemanagerswiththeinformationrequiredtomanageorganizationsefficientlyand.effectively.Thesesystemsaredistinctfromotherinformationsystemsinthattheyaredesignedtobeusedtoanalyzeandfacilitatestrategicandoperationalactivitiesintheorganization(O’Brien,1999)..Wastonetal.(1987)describesmanagementinformationsystem(MIS)as‘a(chǎn)norganizationalmethodofproviding.past,presentandprojectedinformationrelatedtointernaloperationsandexternalintelligence.Itsupportsthe.planning,controlandoperationfunctionsofanorganizationbyfurnishinguniforminformationinthepropertime.frametoassistthedecisionmakers’.Telem(1999)definesMISas‘a(chǎn)managementinformationsystemdesignedto.matchthestructure,managementtask,instructionalprocesses,andspecialneedsoftheschool’.O’Brien(1999).referredMISas‘a(chǎn)termgiventothedisciplinefocusedontheintegrationofcomputersystemswiththeaimsandobjectivesofanorganization’.Basedontheforegoingdefinitions,MISreferstoasystemthatusestheinformationrequiredbytheorganization’smanagementateverylevelinmakingoperational,tactical,andstrategicdecisions.Itsmainobjectiveistodesignandimplementprocedures,processes,androutinesthatprovidesuitablydetailedreportsinanaccurate,consistent,andtimelymanner.MISplaysavitalroleintheareaofdecisionmakingasitcanmonitorbyitselfdisturbancesinasystem,determineacourseofactionandtakeactiontogetthesystemincontrol.Itisalsorelevantinnon-programmed.decisionsasitprovidessupportbysupplyinginformationforthesearch,theanalysis,theevaluationandthechoice.andimplementationprocessofdecisionmaking(Obi,2003).Thesesystemshavetheabilitytoprovideitsuserstheprocessedinformation,analyticalmodels,real-timeupdatesandhypotheticalscenariostoassisttheirdecision-makingprocess.ThispaperwillgiveanaccountofthestudiesthathaveexaminedtheimpactofMISonschooladministrationandmanagement.SomeofthesestudieshavealsohighlightedthefactorsthathinderMISusageinschool,administration.2.LiteraturereviewThemostinitialschooladministrativecomputerapplicationsstarteditsdevelopmentinthelate1970s.Intheearly1980s,severalloose,non-integratedclericalandadministrativeapplicationsweredevelopedbutthese,applicationslimitedthepossibilitiesformanagementsupportastherelationshipsamongdatacouldnotbeanalyzed(Visscher,1996a).Duringtheinitialstagesthemainpurposeofsoftwaredevelopmentandusagewastoimprovetheefficiencyofschoolofficeactivities.Theuseofcomputersandtechnologiesineducationalinstituteswasmainlytostorestudentandpersonneldata(Carnoy,2004).Thevalueofmanagementinformationwasrecognizedduringtheintegrationstages.Asaresult,manyprojectswereinitiatedbythegovernmentsinmanydevelopedcountriesthatprovidedthestimulustoenterahigherdevelopmentstage.Theseprojectsweredirectedtowardtheproductionofbetterschoolinformationsystemswhichmeantincreasedschoolefficiencyandeffectiveness.Thefocuswasthedevelopmentofastandardsystemforasmanyschoolsaspossiblewithmaximumflexibility.Theprofessionalapproachtosystemsdesignwasnotwidespreadatthistime(Visscher,1996a).Inthe1990s,theemphasisonusing.ICTtocollecteducationaldataandtoimprovetheadministrationofeducationalsystemsbegantoincreaseinthedevelopingcountries..Visscher(1996b)believesthatMIScanprovideadministratorsandteacherswiththeinformationrequiredforinformedplanning,policy-making,andevaluation.Gurr(2000)claimedthatMIShavechangedschoolmanagementintheareasofleadership,decisionmaking,workload,humanresourcemanagement,communication,responsibility,andplanning.Thesesystemscanassisttheschoolmanagerindeterminingtheaimsoftheschool,formulatingstrategicplans,distributingresources,andevaluatingstaffperformanceaswellasorganizationalsuccess(Telem&Buvitski,1995;Telem,1999).Bober(2001)indicatesthatthegrowinginterestinMIS’sandthetrendtoward.thoughtful,long-rangeplanningforMISimplementationstemfromthebeliefwithintheschoolcommunitythatsuchsystemsallowforbettersiteanddistrictmanagement.Efficientandquickdecisionscouldbemadepossiblewhenschoolmanagersgetaccurateandup-to-dateinformationbyMIS(Christopher,2003).SeveralsurveyshavebeendesignedinrecentyearstogatherinformationontheextenttowhichschoolsaredevelopingthecapacitytointegrateICTintolearning,teaching,andmanagementprocesses.Asteadyincreaseinthenumberofcomputersandothertechnologiesovertimehasbeenevidentintheliterature,withmostschools.achievingthebaselinetargetsforcomputer-to-pupilratios(Condieetal.,2007).Thisfinding,toadegree,masksconsiderablevariationwithinandacrossschoolswithregardtoregularaccesstoreliabletechnologiesandbroadbandconnectivity(Condieetal.,2007).Northetal.(2000)havefocusedontheimpactofMISusageonschoolmanagementabilities.Theirstudylookedattheroleofsupportinbringingaboutsuchprocessesaswellastheirimplicationsforthefuture.However,itwasclearthatanimportantfeaturetoconsiderwastherelationshipofdatacollectionandcollationtodatause,sinceschoolmanagersneededquitedifferentformsofanalysisinsomerespecttothosethatwereneededbyteachers.Visscher,Wild,andFung(2001)broughttogetheraseriesofstudiesfromarangeofcountriesthathighlightedimportantfeaturesofcomputerizedschoolinformationandmanagementsystems,theirimplementationinarangeofschools,theoutcomesofthisimplementation,andimplicationsforthefutureintermsoffurtherresearch.TheirstudiesofferthewidestviewofICTandschoolmanagementfromtheperspectiveofMIS.However,itwasclearfromtheirreviewthatmostconcernwasbeingfocusedondataentryandcollation,ratherthanupondatatransferoranalysis.3.ConclusionInformationtechnologyineducationalmanagementisarelativelynewfieldthatnotonlyneedsin-depthstudiesonsystemsutilizationinschoolsbutalsoontheireffectsontheschoolprocessesandmaybeoutcomes(Bisaso&Visscher,2005).Demir(2006)furthersupportsthisargumentstatingthatalthoughtherearemanystudiesontheroleofinformationsystemsonclassandteaching,fewstudieshavebeendoneontheuseofthemineducationalmanagementandtheireffectsonthemanagers.Passey(2002)statesthatoneofthekeypriorityareasforfutureresearchistheinvestigationofMISassistanceineffectiveschoolmanagement.Thereareissuesinthisareabothwiththeformsoftechnologybeingused,andwiththelackoftechniquesavailabletoenableuserstomakeuseofdatacurrentlyavailable.Researchcouldhaveamajorroletoplayinsupportingeducationalendeavourandpracticeinthisarea